Gobierno del Estado de BCS

Secretaria de Educación Pública

Dirección General de Educación Básica
Programa Nacional de Inglés en Educación Básica
School: Hugo Cesar Piñeda Chacon Cycle: 3 Grade: 6 Groups:
Teacher:
Social Practice of the language: participate in language games with expressive
Date: From: 16 de Nov To: 24 de Feb
and aesthetic purposes
Social learning environment: Literary and ludic Unit: 3rd Lesson plan: 1
Specific Competency: Discriminate stress of specific words in language games.
Product: Word game contest

Procedure Materials
Knowing about the
Stages of the product Doing with the language Time (Didactic and teaching &
language
strategies) Assessments

- - Determine the day and time • Identify names of games. • Purpose and intended
• Activate previous knowledge audience.
of the contest, as well as
to predict purpose. • Graphic and textual
the number of participants • Identify number of words components.
and their ages. involved.
• Identify participants and the
roles they play (e. g.
coordinator,
players).
• Determine the number of
players and turns of
participation.
• Identify steps followed by
players.

- Establish the type of words
allowed and not allowed.
• Read a list of words aloud.
• Spell words with different
number of syllables.
• Identify words with two, three,
or more syllables.
• Classify words according to the
number of syllables in them.
• Acoustic characteristics:
stress.
• Conventional letter-sound
correspondences.
• Repertoire of words necessary
for this social practice of the
language.
• Differences between English
and the mother tongue.

• Identify participants and the • Purpose and intended

roles they play (e. g. audience.
- Set rules of participation
coordinator, • Graphic and textual
and mechanics of the word players). components.
game to practice word stress • Determine the number of
and pronunciation. players and turns of
participation.
• Identify steps followed by
players.

- Organize the contest and
invite students from other
groups to participate.
• Identify number of words • Purpose and intended
involved. audience.
• Identify participants and the • Graphic and textual
 roles they play (e. g. components
coordinator,
players).
• Determine the number of
players and turns of
participation.
• Identify steps followed by
players.

Being through the language: Achievements:

Respect the rules and partners; (being honest)

Comments and reflections: